Describes a college developmental reading laboratory model using peer tutors to provide training in comprehension study skills. Reports the results of a study evaluating the impact of training on student performance from the perspective of the participants. (MM)

Concludes that literal and inferential comprehension scores were not higher for sixth-grade students taught by moral dilemma questioning techniques than for those taught by the directed reading activity method or those participating in regular classes. (FL)

Compares the oral reading performance of nonstandard-English speaking Black third grade students, bidialectal students, and standard-English speaking students. Results showed that the oral reading patterns of the nonstandard-English speakers did not affect their comprehension of the material read. (FL)

Concludes that a combination of two techniques--cloze and study guides--was a better instructional treatment than cloze instruction alone to improve inferential reading comprehension of content area materials, regardless of teacher or student achievement level. (FL)

Reports an investigation of the effectiveness of "Speedway: The Action Way to Read" in increasing the reading rate and efficiency of adult readers. (FL)

Determines if Accelerated Reader (AR) is beneficial to the reading development of young emergent readers' comprehension. Considers if AR will improve young struggling readers' comprehension skills and attitudes to improve so that they can more easily become true independent readers. Concludes that AR did contribute to children's reading…

Explores the validity of skill hierarchies in reading comprehension. Finds no differences in comprehension skills between subjects receiving or not receiving comprehension skills instruction. Argues for a unitary or holistic view of reading comprehension. Argues for increasing the time students spend reading self-selected materials. Suggests…

Investigates a three-year reading club project, implemented in an urban school with kindergarten children for the purpose of promoting literacy. Shows a positive influence on children's interest in books, reading comprehension, and home reading experiences. (RS)

Demonstrates that the application of reading and study skills during subject-area teaching does transfer to higher achievement scores on standardized tests. Suggests a realistic strategy for including reading instruction within subject areas at the junior high school level. (Author/RL)

Concludes that grade level scores on the Brigance Diagnostic Inventory of Basic Skills are consistent with those of the Wide Range Achievement Test. (FL)

Describes a minimal training program designed to improve the reading skills of adults in the business world. Concludes that the program had a significant effect of the vocabulary development, comprehension, and reading rates of the participants. (FL)

Offers a model which is intended to facilitate the processing of ideational relationships within a paragraph and which is composed of three distinct parts: (1) direct teaching, (2) functional application, and (3) increased student interaction with the text. (FL)

Reports that introductory textbooks about special education used at the college level differ in readability and that the cloze procedure can be used as an objective measure to use in selecting these textbooks. (FL)

Reports on a study that examined the predictive power of five specific prereading skills tests for first-grade reading achievement and assessed their value as indicators of reading readiness. (FL)